Understanding the Organizational Implementation Context of Schools: A Qualitative Study of School District Administrators, Principals, and Teachers
Understanding the Organizational Implementation Context of Schools: A Qualitative Study of School District Administrators, Principals, and Teachers
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DOI：
10.1007/s12310-018-9292-1
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发表时间：
2019-09-01
影响因子：
2.6
通讯作者：
Lyon, Aaron R.
中科院分区：
文献类型：
--
作者：
Locke, Jill;Lee, Kristine;Lyon, Aaron R.
学校环境的关键特征可以对教师有效使用循证实践（EBP）产生重大影响，但在教育部门，针对具体实施的组织结构很少进行研究。本研究考察了组织实施环境的三个方面（实施领导力、氛围和公民行为），这些方面在其他服务环境中已经被概念化和验证。中心办公室行政人员、校长和教师参与了焦点小组，以了解这些组织结构在学校中的适用性和概念边界。对焦点小组的成绩单进行编码，结果显示了他们在学校实施领导、气候和公民行为的概念上的异同。数据表明：(1)实施型领导在学校中普遍存在，分布式领导在学校中普遍存在；(2)两个实施气候结构最为明显（即，关注EBP和对EBP的教育支持），另外两个结构（即，提供EBP的现有支持和EBP的优先级）作为该结构的一部分出现；(3)实施公民行为（帮助他人和保持信息灵通）在各学校得到一致认可，并出现了两个新的组成部分（即信息共享和观察/反馈）。讨论了对研究人员和社区利益相关者的建议。
Key features of the school environment can have a significant impact on teachers' effective use of evidence-based practices (EBP), yet implementation-specific organizational constructs have rarely been studied in the education sector. This study examined three aspects of the organizational implementation context (implementation leadership, climate, and citizenship behavior), which have been conceptualized and validated in other service settings. Focus groups with central office administrators, principals, and teachers were conducted to understand the applicability and conceptual boundaries of these organizational constructs in schools. Focus group transcripts were coded, and the results indicated both similarities and differences in their conceptualizations of implementation leadership, climate, and citizenship behavior in school. The data indicated that: (1) implementation leadership was largely present in schools with the addition of Distributed Leadership; (2) two implementation climate constructs were most clearly present (i.e., Focus on EBP and Educational Support for EBP) and two additional constructs (i.e., Existing Support to Deliver EBP and Prioritization of EBP) emerged as part of this construct; and (3) implementation citizenship behavior (Helping Others and Keeping Informed) was consistently acknowledged across schools and two new components emerged (i.e., Information Sharing and Observation/Feedback). Recommendations to researchers and community stakeholders are discussed.